excerpt from www.colby.edu
The First Annual Nobles Symposium on Hardware, Software & Humanware Issues for Independent Schools
cosponsored by
The Original Teaching Company • Noble & Greenough School
Saturday, May 2, 1998 • 12-5 PM • Dedham, Massachusetts
A Baker’s Dozen of Important Buttons for Administrators & Computer Coordinators
• Lynne Schalman, co-director, The Original Teaching Company
• Richard Baker, Headmaster, Noble and Greenough School
• Barbara Sawhill, Spanish Teacher, Technical Head of the DLC (Digital Learning Center)
• Andrew Lamb and Alexandra Briggs, Computer Dept Student Staff
• Steve Bergen, Nobles Computer Coordinator and co-director, The Original Teaching Company
Registration Details (e-mail: summercore@nobles.edu)
• Registration fee of $50 can be brought on May 2 or mailed to address below
• E-mail summaries of hardware, software and humanware at your school will be compiled on www.teachingcompany.com as part of a Nobles Symposium web page
• If no e-mail available, call 781-862-8810 or write
The Original Teaching Company, PO Box E, Lexington MA 02173
#1) Moneyware: Annual, Capital, Software Budget, Leadership
#2) The Web
#3) E-mail and Campus Bulletin Boards
#4) Curriculum: Ideas, Integration, Requirements
#5) Netiquette, Software Honesty, Web-etiquette and AUPs
#6) Ongoing Faculty Training
#7) Hardware and Software Acquisition for Faculty
#8) Standardization of Hardware and Software
#9) Approaches to The Typing Priority
#10) Humanware and FTE Issues
#11) Security, Networking, Grade Reports and Administrative Software
#12) Labs vs Powerbooks
#13) Innovative Ideas from Different Schools
• The Student Staff@Nobles: A Potential Model
• The Digital Learning Center@Nobles: A Potential Model
• The Pioneer Program@Nobles: A Potential Model
• The CPS Program@Brewster (Computer per Student)
• The PBT Program@Harbor Day (Powerbook per Teacher)
• The Free Lunch Program@Holderness (Faculty Training)
• The STI@Shore (Summer Technology Institute)
• The PRT@Concord (Paid Release Time for various teaching faculty)
Introduction
from
Lynne Schalman and Steve Bergen
We starting using the phrase "humanware" when we began the Original Teaching Company back in 1982. Over the last two decades, We have used it numerous times to refer to the "human" aspects of computing. Recently, we were asked by the Director of Publications at Nobles for a definition of this word. The humanware at any school might be defined as the sum of all the computer support help both explicit and implicit within a school. Taking inventory of hardware is fairly well defined, even though an increasing number of schools have inventory lists that are well past three digits and approaching four! Taking inventory of software is more difficult, since it involves inspection of every computer, some of which are not on a network; taking inventory of software can also result in copyright realizations about honesty and licenses.
But taking inventory of humanware is the hardest of all. It begins by adding up the FTE components of all the people at your school who formally wear the hat of computer s&m (support and maintenance). But that is only the explicit humanware component. If you have students and faculty who actively help out with the ongoing computer problems that others encounter, then of course, they add to your humanware count. And computer-using faculty are also part of the count! We have a slogan at Nobles that says "when you have a computer problem, find someone younger than you to ask." Note that the slogan does not say IF you have a problem, but WHEN you have a problem. Computer are forever causing us frustrations because they are much more like violins than blenders.
Even though, it is difficult to put a number on the humanware component at your school, defining it and discussing it is easy. Too many administrators and too many trustees spend too much time on the hardware and software components of computing. Macs vs IBMS? First Class vs Lotus Notes? Powerbooks vs Desktops? Microsoft Word vs ClarisWorks? Over the past five years, we at Nobles have tried to emphasize the humanware component, although obviously we do not ignore hardware and software. Ongoing faculty training, overnight loaners and extended loaners for faculty and students with financial need, software loaners for faculty, the N/G license program, modem loaners for faculty and the student staff have all been important humanware components of our program. In fact, we do believe that standardization of hardware and software itself is a humanware theme, since it creates a community where more people can help each other solve problems!
Two of our most recent technology programs — the Pioneer Program and the Digital Learning Center — fit into this humanware philosophy. The Pioneer Program puts laptops into faculty hands if they are willing to be leaders, risk-takers, pioneers and if they are willing to support each other. The DLC is a consequence of the maturity of a school. The willingness and ability of the modern language department to take ownership of its own computer lab is a result of the increase of humanware within that department.
The bottom line — as Nobles headmaster Dick Baker knows well — is that humanware costs money. Too many schools throw money at hardware and software and allow the humanware component to fend for itself. This perspective is extremely problematic, since humanware is the most critical component. The analogy with the violin has been with me every since we first started using the word humanware. Years ago, we wanted our daughter to play the violin. We bought the hardware for $1000, but she did not play. We bought the software (sheet music) for a few hundred dollars, but she did not play. We hired a violin teacher for once a week lessons and eventually she played wonderfully. By the end of seven years, the humanware component had proved to be the critical one and of course the most costly.
#1
Moneyware: Annual, Capital, Software Budget, Leadership
Discussion questions:
a) Is there a computer leadership group at your school that goes beyond just the computer department?
b) Is the software budget at your school realistic? Is it so constrained that it causes software piracy issues?
c) Does the annual budget allow for the necessary spontaneous purchasing by the computer coordinator when teachers want software for a specific topic?
d) Have you done your capital purchasing with the idea in mind that current hardware purchases will be worth very little in a few years?
e) How do you handle computer repairs? In-house repairs? Service contract with local company? How much do you spend on repairs per year (approximately)?
#2
The Web
a) What method do you use to provide web access to your school? What are the costs, advantages, disadvantages? What are the limits of # of users on at once?
b) Do you contract out your web page or do it in-house? If in-house, does it constitute the part time work of one teacher? What percentage?
c) What is your standard web browsers? Netscape or Internet Explorer? Are you satisfied? Have you found any technical solutions to recommend for the occasional or frequent screen freezes as a result of active web usage?
d) Do you provide dial-in web access for faculty or students? What hardware do you use? What are some of the associated costs and time demands?
e) What academic departments have taken some ownership of posting student projects? Are there any interscholastic projects that you are looking for connection with other schools? What successful web projects have surfaced at your school?
f) Web-etiquette? Have you had instances of students downloading pornography? keystroke recorders? How do you deal with web access for students?
g) Have you created a web page of useful sites that you would be willing to share with other schools and teachers? If so, what is the URL to publicize?
h) What restrictions, if any, do you put on student use of the web? Do you track student web use?
#3
E-Mail and Campus Bulletin Boards
a) Do you provide e-mail as a service to faculty? administrators? students? parents? If so, what system do you use and what are some of the costs and pros and cons?
b) What are the human time demands of keeping your e-mail system running?
c) Do students have automatic internet access or is that a special privilege?
d) Does your e-mail system support mailing lists for each department and committee? What about conferences and bulletin boards? Attached files? To what extent have you used these various features?
e) To what extent has there been an academic usage of e-mail or campus bulletin boards? Any successful projects to share with others?
f) What about a school intranet? Do you have one and is it used successfully?
g) What advice do you have for a school that is thinking of initiating its own bulletin board system?
#4
Curriculum: Ideas, Integration,
Requirements
Discussion questions:
a) Does your school require a core course or do you teach computer skills within the context of other subjects?
b) What academic departments in your school now use the web for projects, research and information?
c) What academic departments in your school have started using the web to publish their students' projects and work?
d) If your school has an e-mail system that supports conferences and bulletin boards (e.g. First Class), have teachers started using it in creative ways for their courses? If so, what are some examples?
e) Any curriculum ideas that involve community service outreach via computers?
f) Do you have a list of CDs and software used by each academic dept at your school? What are some of the more successfully used titles?
g) Does your school require programming? Do you teach HTML coding or prefer web-page making software?
h) Have you used video-conferencing successfully at your school?
i) Which departments have made the best use of technology? Why those? How? Who has been the most resistant? What strategies have you used to overcome this resistance?
#5
Netiquette, Software Honesty, Web-etiquette and AUPs
Discussion questions:
a) Does your school have an AUP (acceptable use policy)? Do students, parents, teachers have to sign it or is it just published?
b) What are the standards of language on line and behavior on line that have become part of your school's code of conduct? What types of violations and problems have you had? Are there issues with teachers? with parents?
c) Has the copyright issue become less significant over the years? Have student or parent attitudes become more supportive? Has the copyright issue in technology had repercussions in other subject areas with other medium (sheet music, audio tapes, VCR tapes, photostatting)?
d) Is web access open-ended at your school? Does your school use any web-filtering software? Are web usage labs supervised? Is this a big issue or a non-issue at your school?
e) Does your school encourage or discourage parent e-mail to your faculty?
#6
Ongoing Faculty Training
Discussion questions:
a) Is faculty training part of the job description of a designated person?
b) Is adequate time set aside? Has it increased or decreased over the years?
c) Do you take care of all training in-house or do you bring in others from the outside?
d) Do you have any particular training systems set in place that have proved helpful?
#7
Hardware and Software Acquisition for Faculty
Discussion questions:
a) Does your school provide provide hardware loaners for all faculty? some faculty? no one? If so, do you have a system for who gets and who doesn't? Does this cause equity problems?
b) Does your school provide software loaners for faculty with their own hardware?
#8
Standardization of Hardware and Software
Discussion questions:
a) Is there a standard hardware/software combination that is required or recommended at your school for new students? new faculty?
b) How does your school deal with the Mac vs IBM ongoing (and never-ending debate)?
c) Has the evolution of translators (PC Exchange, MacOpener, etc) and dual platform software (ClarisWorks, HyperStudio, etc) made the Mac vs IBM issue less significant?
d) What about the equity issue for students at your school, particularly scholarship students?
#9
Approaches to The Typing Priority
Discussion questions:
a) Is there a typing course or is it part of a computer course?
b) What are the typing requirements? What about new students who enter in later grades?
c) What specific typing software does your school use or recommend?
#10
Humanware and FTE Issues
Discussion questions:
a) Has there been an increase or decrease in computer personnel at your school over the last few years?
b) Do you use any guideline such as 1 person for every x number of computers?
c) How do you handle administrative vs educational computing? Same person, separate people or computer support people who oversee both?
d) What is the current number of computers on campus vs non-teaching FTEs that support those computers?
e) Who creates your administrative and/or educational web pages? Is this a formal part of someone's job description? If so, is it 1/4 FTE, 1/2 FTE, etc?
f) Do you have a school based e-mail system? If so, is this a formal part of someone's job description? If so, is it 1/4 FTE, 1/2 FTE, etc?
g) How does your school handle repairs?
#11
Security, Networking, Grade Reports and Administrative Software
Discussion questions:
a) Do you leave your Macs/IBMs unprotected or with some level of security software on them? If so, what is it and what are your impressions and experiences with that software? How long have you been using that software?
b) Are all or most of your computers networked? Has this added to the work load of people who manage the computers on campus?
c) What administrative software does your school use in registrar's office? development office? business office? admissions office?
d) Do you develop your own databases with FileMaker Pro or another package?
e) How does your school handle scheduling?
f) Does your school use any "licensing-management software" such as KeyServ?
g) How do faculty members turn in grades and comment reports?
#12
Labs vs Powerbooks
Discussion questions:
a) Are students encouraged to bring powerbooks to school?
b) What schools do you know that require them?
c) Do you think that computer labs (as we know them) will disappear in 5 years?
d) Do you think the powerbook communities are the models for all schools in the future?
e) If you require students to buy powerbooks, how have you insured that this investment is not wasted? How have your faculty responded? What projects or formats have worked well with this laptop model?
#13 (a)
The Student Staff@Nobles: A Potential Model
Discussion questions:
a) Do you know of other schools that make students have licenses?
b) Does your school have a student staff? Paid, voluntary or part of a program?
#13 (b) The Digital Learning Center@Nobles: A Potential Model
Discussion questions:
a) How does your modern language department handle audio playback? Tape recorders? Analog language lab? Digital recordings using a computer?
b) If digital, what software do you use?
c) What CDs and computer software (if any) have your modern language teachers found useful?
#13 (c) The Pioneer Program@Nobles: A Potential Model
Discussion questions:
a) Do you loan powerbooks to students? to faculty?
b) Have you started using LCD projectors with powerbooks or desktops for overhead projection?
c) Do you use televisions with AV computer hookups?
d) What percentage of your faculty now teaches via this model and relies on its usage?
e) Do you consider this model the way of the future or just another passing fad/stage?
Moneyware: Annual, Capital, Software Budget, Leadership (#1)
A Modicum of Advice and A Summary of Our Experiences
Develop a computer steering committee charged with advising the school, visiting other schools, deciding on curriculum directions, etc. Computer decisions should not be in the hands of 1 or 2 programming or math teachers. The topics of computer usage affect all departments. Setting priorities for annual and capital computer needs affects the entire school. Avoid spending too much on hardware in any given year. What schools need is an ongoing annual expenditure of money, perhaps $10,000 to $50,000 per year vs a one-time capital amount of let's say $100,000 to $300,000. The problem with the latter expense is that technology is constantly in flux and buying the top of the line hardware today is generally a fiscal mistake for two reasons: insufficient humanware and curriculum in place at the school to use it aggressively and the fact that two years later, all that hardware is on its way to obsolescence!
Software budget
Develop an annual software library budget that reflects the reality of start-up capital and investment. Make sure that you have multiple copies as needed and enough money in the software budget to balance your hardware expenditures. Try to maintain a generous budget for software. In 1986 the Cate School set aside $1500 per year simply for "exploratory software," specifically intended to encourage faculty to purchase a piece of software that looked intriguing, without wondering how to use it in the curriculum. Software acquisition must be compared to creating a library. Not every package need turn into a curriculum unit. Collecting diverse software can go a long way towards setting the proper priorities of computerization within a school. Keep in mind that each new computer station purchased equals about 30 to 50 software packages; don't overbuy hardware!
Update from Nobles 3/98
The yearly computer budget here is approximately $70,000 focused principally on educational purchasing with a separate purchasing budget for administrative areas. We had a gift of $125,000 in 1994 that we used to plant numerous important seeds:
$30,000: installation of network hubs in library, Middle School, administrative building with fiber between them + installation of Ethernet jacks in about 60 offices and locations around campus
$30,000: acquisition of library hardware and CaspR management software
$30,000: purchase of "next wave" of hardware acquisition of 12 Quadra/Centris 660AV computers, one file server, 6 powerbooks, 40" big screen television for the teaching lab
$15,000: purchase of Science Dept hardware and software for separate 6 station lab
$ 5,000: NoblesNet initial set-up of accounts, modems, First Class software
$15,000: Software purchases to bring us up to-date and to ensure we were 100% honest in our campus usage
We spent about $75,000 to create the Digital Learning Center. We spent $200,000-$300,000 on the technology within each of the two new buildings on campus (Science Building and Shattuck Schoolhouse renovation). I used to be very proud (back in 1995) that we had made tremendous strides with technology at Nobles and had not spent anywhere close to a million dollars on educational aspects. As Bill Chamberlin (business manager) and I reviewed all the details this past year, I realized that I can no longer be proud of that fact. Nobles expenditure on "educational computing" from 94-98 is now in the million dollar range.
Regarding leadership, we have a computer department at Nobles consisting of computer teachers, but equally important we have a "Global Computer Dept" consisting of the headmaster, the business manager and the Asst Head for Program and two of us from the computer department. This Global group meets approximately once a week for the last 4 years and is key to many planning decisions regarding technology.
In terms of hardware repairs, we have been using several local places in the Boston area. We generally bring the items to the store (e.g. Paul Bryan in Concord). Total repairs in any given year is under $10,000. We also purchase extra inventory items (hard drives, floppy drives, keyboards, mice, monitors) so that we can swap out defective items when needed.
The Web (#2)
Update from Nobles 3/98 re the Web
In Fall 1995, we had 3 Macs in the computer lab accessing the web via 3 accounts. We were spending $25 per month for each account plus the phone costs which soon became $500 per month since our local phone company charged us at the business — not residential — rate. In Spring 1996, we ran fiber onto our campus and contracted with a company then called Pioneer and now called Verio. We paid them (and still do) about $15,000 per year for a 256K fractional T1 line. This allowed us to have multiple computers on the web for no additional cost.
Two years later, the web has become a way of life at Nobles. We have two main web accounts, one called www.teachingcompany.com which we keep at TIAC and one called www.nobles.edu which is our main school web page section. The noblesweb address has been designated the educational web site with links to all curriculum areas and student projects.
Although we have about 100 computers connected to the web, we have not yet experienced the kind of traffic that would make any of us feel strongly about going beyond 256K.
At first, the management and setup of computers on the web was stressful, but there are now a number of faculty members (as well as a few students) who are fairly skillful at connecting a campus Mac or PC to the web. Dealing with IP addresses has not been stressful, although when we have web down time (sometimes related to defective routers, other times Verio's fault), it has been very complicated isolating the problem.
E-Mail & Campus Bulletin Boards (#3)
Update from Nobles 3/98 re NoblesNet, our Campus/Modem E-Mail and Bulletin Board using First Class Software by Softarc
Every student can obtain a NoblesNet account for both campus e-mail and bulletin boards and home access through an IBM compatible or Mac. Students receive additional online time by becoming familiar with the rules posted on our 1994 Wittenberg Door, a symbol of our own reformation regarding ethical computer usage. Similarly, the completion of our Internet Access Agreement extends the basic account with the ability to send and receive Internet mail. Parents are encouraged to obtain NoblesNet accounts. As of March 1998, we have all 500 students on line, 115 faculty and staff members, 30 trustees and 90 parents. For the third year in a row, we have just issued temporary accounts to 220 students newly accepted to Nobles.
Curriculum: Ideas, Integration, Requirements (#4)
Subtopic -- the role of computer programmer vs computer usage:
Though this issue is less important in the 90s than the 80s, there are still some schools that require programming and then hope that kids pick up word processing skills on their own. Programming needs to have a decreased priority, certainly secondary to using the computer as a tool. Programming defines the computer as an elitist toy that only some people can figure out; computer usage defines the machine as a tool for everyone. Even with web pages, we see this dichotomy -- do we teach HTML to students or have them use web-making software?
Required course or integrated within other courses?
I believe strongly that schools should develop a required core course in computer usage. This course should expose students to all the important topics of computer usage: word processing, databasing, spreadsheets, educational software, graphics. At the high school level, this can be a one semester or one year course. At the lower levels, topics can be divided amongst various grade levels.
The importance of requirements for students cannot be too heavily emphasized. At most schools, there is a small core of students — usually boys — who use computers for as many hours as they can hang out in the lab. They will mess around with graphics, program in C, download files and play games. They will constantly learn new things by reading computer magazines and trying out new software. Generally, this applies to no more than 5% of your school. Then there is the core of the school that uses the computer as a minimal tool. (Not to be pejorative with the word minimal, but the bulk of computer users — whether student or faculty — do not try to push themselves beyond what they know.) If all they know is word processing, that is their minimal threshold and that is what they use. If they also know e-mail, or graphics, or spreadsheets then that is what they use and that becomes their minimal threshold which might be impressive to a novice onlooker. The only real way to get the 95% of the student body to increase its threshold is to have well-taught required courses. Then the skills of all the students increase and the minimal threshold is significantly increased. But minimal it always remains, since the new technology of the next two years makes all current users feel obsolete with their skills.
By the way, if you ever closely examine that 5% of computer techies in your school, you might make many interesting observations beyond their being predominantly male. First, you might observe that what they do with the Internet is so narrow: constantly downloading software rather than more useful curriculum based academic research. Secondly, their typing skills frequently leave much to be desired. Third, they never met a TAB that was of any value. Most parents see kids hacking away and think how skillful these kids are. But what they don't realize is that the computer world is now as diverse as the world of books or music. The high school MTV expert may know nothing of classical music and the high school connoisseur of William Gibson may know nothing of George Eliot. So it is with the computer world! Many hackers are not skillful with a diversity of other important areas.
The same approach needs to happen at the faculty level, although more gently and subtly. At most schools, requirements for teachers become a political firecracker. So you must entice, intrigue and make every possible technological come-on to increase the computer usage of the faculty — loaners, workshops, dessert, classroom hardware and so on. Schools wrestle with requiring faculty to word-process their student comments. Imagine the uproar if you required faculty members to e-mail memos, turn in all budgets on spreadsheets or produce their course catalogs in Hypercard stacks.
Part of the overall academic program and Faculty Training program can be to institute inter-departmental computer projects so as to avoid burdening classroom teachers exclusively with the extra time involved in computer projects. Computer classes can work in sync with other classes, using their skills on subject matter developed by a class, e.g. history students can do research and write it onto cards; computer students can then be charged with data entry, database analysis and reports. But despite all attempts to integrate computers into the curriculum, the bottom line must be the required computer courses that all students take. How many are there? How many topics are covered thoroughly? The Curriculum and Time crunch is of course a problem in any academic subject area. History teachers who used to complain about not getting past World War II now complain about not getting past Vietnam. But consider the plight of the typical computer teacher. You have perhaps one year or one semester of classes that meet two or three times a week. Every single year, new computer topics emerge in our society that are relevant and important: Internet, Midi, Photoshop, Quicktime movies. Chris Mabley, former head of St. Mark's School (MA) and currently Development Officer at Nobles used to teach computer programming and then came to Summercore to update his skills. He asked all of us at Summercore "Is it possible that we have totally underestimated the significance of this whole computer picture?" Yes, perhaps it is and what that means is that the real curriculum and time crunch is in the computer department, not only in the history or math department. With emphasis on efficiency, we need to head into the 21st century, but the computer departments needs a much larger piece of the academic pie!
Perhaps the best statistic to survey schools regarding the slices of the pie is FTE, i.e. Faculty Teaching Equivalent. Make a pie chart of the FTEs for each academic department at your school. Yes, of course computers are less important at the high school level than Math, English, History, Science and so on, but that much less important? And though this is harder to do in a lower school, the FTE analysis generally yields a similar observation.
Update from Nobles 3/98
We built our curriculum on the notion that required core courses and integration within classes are compatible, not in opposition. We require core courses in grades 7 through 10, each with a different theme. We use the web aggressively to publish student projects and to provide an end product for student work. Various departments in conjunction with the computer department use the web for publishing these projects: English, Science and Art. Our most recent web project — US History from A to Z — is currently in progress and involves our sophomore level computer proficiency 4 students, all of whom take US History. We hope to involve other schools in this project. In terms of community service outreach, we created a technology relationship with the Boston Home, a residency in Dorchester for patients with long-term physical disabilities, e.g. multiple sclerosis.
Our campus bulletin board system (NoblesNet; First Class Software) has been in place now since 1994 and is the main organ of all communication on campus. We constantly use it for academic projects, homework postings and turn-ins.
Computer Proficiency 1, Required for Class VI (seventh grade)
The goal of this core course is to introduce students to the School's computer facilities and to teach all Class VI students word-processing, graphics, NoblesNet and Web skills. Also included in the course is a unit on a self-paced typing program. Each third of the year (approximately 11 weeks) the computer class will rotate through one third of the class, but all Class VI students will occasionally meet together to coordinate computer efforts. Part of the course will involve each sixie becoming an "expert" on a specific technology invention and making a web page. This invention theme is then used in other Class VI academic courses: expository and creative writing about the chosen invention, math analysis of estimating how many such inventions would fit inside the Grand Canyon and Middle School forum, science project (HyperStudio animation) involving geography and plate tectonics, visual arts drawing of the invention and a 16 second commercial in drama promoting the invention.
Computer Proficiency 2 Seminar (FS), Required for Class V (eighth grade)
This computer course — team taught by one computer teacher and one science teacher — will serve as an adjunct to the Class V Science curriculum, meeting once per week for the year. Students use their HTML skills to make web pages about the periodic table. They then proceed to use ClarisWorks spreadsheet skills to create presentations of data from lab experiments complete with graphs, charts, graphics and writing. Students learn Lego/Logo programming which will then be used in Science classes to build and program vehicles and greenhouses. The World Wide Web is used extensively to explore science-related resources.
Computer Proficiency 3 (FS), Credit: Half, Required for Class IV and new Class III students (ninth and tenth grades)
This course provides a survey of computer skills appropriate for both beginning and intermediate computer students: computer literacy, word processing, databases, spreadsheets, Photoshop, Hyperstudio, HTML programming, NoblesNet, Internet skills, and desktop publishing with Pagemaker. Most students — whether beginners or more experienced computer users — will find the variety of applications of considerable value. Many of the course projects in CP3 will be linked to the English curriculum: developing solid writing skills with word processing, exploring Web links to literature and grammar topics, publishing papers and projects via Pagemaker and the Web and creating presentations with HyperStudio. The typing level of 35 WPM@95% accuracy no longer is suggested — it becomes a requirement of this course. Students signing up for "CP3 Honors" will be given more instruction via "distance learning" e-mail and will be required to complete several advanced projects. Computer Proficiency 3 Honors will not be a separate section, but an Honors grouping integrated throughout all the sections.
Computer Proficiency 4 Seminar (S), Required for US History students (mostly class IV students, tenth graders)
This Spring course provides a follow-up one semester required course for all US History students. This includes most (but not all sophomores) and some juniors and seniors. The primary focus involves using CDs, Laser Discs and the World Wide Web to connect to the second semester of the US History course. Although there will be no homework or grades in this course that will meet once per week, we will be using our computer skills for much of the semester to explore software and US History resources on the web. Each week, a short presentation will be made on computer resources and skills related to the current topics being taught in American History. Students will then work in hands-on teams on those resources, compiling information into a NoblesNet conference and eventually producing a Web page on a selected US History topic. The participation and involvement by the team of US History teachers adds to the inter-departmental nature of this course. We hope that our evolving CP4 US History web pages at www.teachingcompany.com will become a resource for students and teachers throughout the country.
In terms of programming, we at Nobles are committed to it being an important (but secondary) computer activity. We will group a significant number of students in AP Computer Science in alternating years, originally Pascal and now C++. We teach kids some Lego/Logo programming in eighth grade and HTML coding in all grades. We introduce HyperStudio programming in grade 9. Although we might change our outlook, we believe that starting from scratch with HTML is preferable to using web-making programs to ensure a solid base of understanding.
AP Computer Science (FS), Credit: Full, Open to Classes I, II, III
This course focuses on computer programming using C++ and is recommended for students who enjoy working with computers and want to challenge themselves to gain more sophistication. No prior experience with programming is necessary, although this is our one advanced computer course. Students will progress from the basics of programming in the first semester to using loops and analysis to solve problems. Students will learn to write computer programs to solve interesting logic, statistical and mathematical problems such as the birthday problem, probability simulations, fractals and the Knight's tour chess challenge. Part of the course will allow for self-paced contract learning which can include preparing for the AP Computer Science exam or exploration of another programming language. Students will take advantage of various learning tools: books, tutorial disks, "Distance Learning" web resources and videos. Student and teacher handouts will be incorporated into a workbook and original disk of programming samples. Splitting into groups and coordinating efforts with the instructor, students will be graded according to the fulfillment of their contract. This course is offered in alternate years so students in Classes II and III should plan accordingly. Under exceptional situations, a class IV student may request permission from the computer department to take this course. Update 5/98: we are toying with the idea of teaching this course from afar via video-conferencing, hiring a C++ from perhaps another Independent School!
Update from Nobles 3/98 Summary of Computer Usage by Departments at Nobles
"miles to go before I sleep"
• what we own • what we have done • what we can do
Steve Bergen • third draft 3/19/98
A few statements (postulates and theorems) that I believe ... Steve Bergen
excerpt from www.colby.edu
Alternative Strategies Considered
Given the developments outlined above, the subcommittee decided early on that maintaining a Macintosh-only standard was no longer in the best interest of the College. Two alternative strategies were considered. The first involved abandoning the Macintosh standard and establishing a new standard based on the Windows 95/98 or NT operating system. Given the normal replacement cycle for computers on campus, converting to a Windows standard would take as long as 5 years to complete. A mixed environment of both old Macintosh systems and new Windows machines would exist during the transition.
The second strategy involved establishing a dual standard consisting of both Macintosh and Windows-based computers. Under this strategy, support would be based on a core set of software applications which are functionally equivalent across platforms (Microsoft Office, Netscape or Internet Explorer, and Eudora). Additional resources would be provided for specialized applications in response to the unique teaching and/or research needs of a faculty member or department. Motivating this option was the fact that today student ownership of the same platform that faculty use is much less important because of the cross-platform availability of key software and the increasing reliance on Web-based applications. Furthermore, a variety of options now exists for creating cross-platform servers and access to shared resources such as printers and classroom projection units.
A Windows Standard
Arguments in Favor Arguments Against
* Lower support costs. * Higher support costs during the
* Creates a common peer transition period.
support structure among * Lost productivity of faculty heavily
faculty, students, and invested in the Macintosh platform.
staff. * Limits options for faculty and student
* Makes document sharing experience.
easier. * Lost momentum in applying information
* Improved resource sharing technology in the curriculum.
for classroom technology * Significant retraining costs.
and student clusters. * Likely that students will have a
* Less demand for student different version of Windows than
clusters. faculty & staff (e.g., 95/98 vs. NT).
* Simplified network * Non-standard hardware configurations
solutions. among students will add complexity to
support.
A Dual Macintosh/Windows Standard
Arguments in Favor Arguments Against
* Provides choice. * Support costs may be higher.
* Improves software options for * Increased dependence on public
students, faculty, and staff. clusters.
* Macintosh support experience * It will take time for effective
should help facilitate the peer support to develop.
transition. * File sharing may be more
* Improved morale and difficult for some applications.
productivity among faculty * Computers in public clusters may
and staff. have to be partitioned between
* Improved student exposure to platforms.
different computing
environments.
From the preceding tables, the breadth of the deliberations of the subcommittee should be apparent. Neither strategy provides an obvious solution and each presents significant challenges for the College.
Recommendation
After careful consideration, the subcommittee has unanimously decided to recommend that the College pursue a dual standard consisting of both Macintosh and Windows-based microcomputers. The following statement was adopted by the subcommittee and made public via electronic mail to the campus community and posted on the subcommittee's Web pages.
* The subcommittee evaluating Colby's microcomputer strategy recommends that the College adopt a dual standard consisting of both Macintosh and Windows-based computers.
* The subcommittee believes that the Macintosh continues to be a viable microcomputing environment for a variety of teaching, research, student, and administrative uses of information technology at Colby.
* The microcomputer industry has changed dramatically in recent years. In a number of academic areas, and for various administrative functions, personal computers using Microsoft Windows provide a more suitable environment.
* Entering and continuing students will be advised that the College has moved to a dual standard and that both Windows and Macintosh computers will be supported.
* Information Technology Services will augment its resources to provide comparable support for both platforms.
end of excerpt from www.colby.edu
Going Hybrid (cross-platform)
I remember a song by The Who called Going Mobile. Though I won’t sing this one on stage, this seems an appropriate metaphor with which to announce the next phase of computer evolution here at Nobles: Macs and Windows computers on campus in most of the educational computer spaces, perhaps in equal numbers in 2-3 years. The immediate plan is to have four Windows computers in each of at least four spaces next fall (East/West Lab, Library, Middle School lab).
Over the last month, I have had discussion with three key groups that I am part of: the computer dept teaching faculty (Mike Turner, Claudia Keller), the student staff led by seniors to be Diane Simoni, Bianca Mauro and Katiana Anglade and an administrative group which we call The Global Computer Department (Dick Baker, Bill Chamberlin, Chris Smick, Ben Snyder). In each group, I have shared the contents of a report from Colby College which is a fascinating, informative document about their decision to evolve from a Mac only school to a hybrid (e.g. cross-platform) school. It has been clear to me for about nine months that this is the right decision for Nobles. I recall sharing these observations with Bill Chamberlin last September when telling him about the color significance of each lab. Reading the Colby report (www.colby.edu) sealed the discussion for me.
Nobles has evolved over the last few years as an aggressive computer-using community. We have focused on several software programs that are cross-platform: ClarisWorks, First Class (NoblesNet), Pagemaker, Photoshop and now HyperStudio. Our new East/West computer labs have alleviated the space problems of the last few years. Our new student staff office provides a wonderful location for help and support. The current group of sophomores involved on the student staff have a good deal of Windows skills and know-how. We have identified excellent translators for the Windows computers and Macs that allow disks from the other type of computer to be used. We are ready to take on the technical challenges of supporting more types of computer on campus and therefore can change the advice that we have been giving to families purchasing computers.
It is our strongest suggestion that every Nobles family own a computer at home, a modem and their own legal copy of ClarisWorks -- the decision might be made for purchasing reasons, personal reasons or for compatibility with the work/school requirements of another family member. We believe that for the next few years, any student with a computer, modem and Clarisworks should be fine. We plan to incorporate lessons aggressively on Windows computers and Macs into all of CP classes as of Fall 98.
I certainly do know that there will problems ahead of us as a result of this decision. As the Colby report makes clear, one of the biggest issues in the computer world is the ongoing s&m (support and maintenance) that everyone faces as a result of more technology. My former headmaster once mentioned the metaphor of "no elephants without hay" as perhaps applicable to the computer world. As we increase the number of elephants in our schools, the support and maintenance grows (the hay). Our decision to go cross-platform will cost us in terms of having to feed two types of elephants, but we are ready. I purposely bought one more Windows computer this year for the student staff office just to see what the hay might be. Without question, it is because of the student staff program that we are ready to take on the challenge of having a lot of "mobile elephants" come this fall.
More details regarding Windows Computers/Macs are in the 8 page handout available from the admissions office titled Computer Info for Parents. The following topics are also covered in this pamphlet: computer access, purchasing advice, translating between Macs and Windows computers, Clarisworks, honesty and software piracy, typing practice and modem access to NoblesNet from home. To quote Dick Baker’s intro: "Very soon, a personal computer will be a necessity here, with the School offering loaners to those for whom such a purchase would be a financial hardship." Here is what I consider the most important statement in the pamphlet: any family with a Windows computer or Mac should purchase a legal copy of Clarisworks, a modem and make sure you are connected to NoblesNet.
Approaches to The Typing Priority (#9)
A Modicum of Advice and A Summary of Our Experiences
Institute a required typing/word processing course. It is hard to believe most schools have not already done this. The rationale for teaching typing as a required skill has always been strong; given the diversity of new tasks we use computers for, the arguments are even stronger.
It is so common to find schools that have typing in their curriculum, but all that means is once a week in fifth grade or winter semester of the sixth grade. In order to make progress at typing, you need both instruction and ongoing practice. You need access to the tool and a system to serve as a constant reminder/incentive for improvement. The analogy is handwriting in grades K-3 which requires a lot of dedicated time and practice.
When to start typing practice? Somewhere in grades 3-5 the formal treatment needs to begin and then continue for several years. Kids should be provided with access (how about loaners of TypeRite at $40 per unit) if they do not have access to a computer at home. They should be required to do x hours of practice during designated winter and summer vacations. They should be told the goal for grade 5 is perhaps 20 WPM and grade 6 is perhaps 25 WPM and so on. By the time they get to grade 9, they should be at least 30-40 WPM typists which is not fantastic, but at least moderately competent.
But what about the future, you say? What about the voice-recognition technology coming our educational way at the speed of light. What about the Newton and handwriting analysis? Well, you make your prediction and then take the consequences. Maybe you will be right in the year 2001. But that doesn't impact the immediate future. Is typing here to stay? Who knows? You might be right. Typing might be gone before we get to 2018 when the Red Sox will celebrate 100 years since they last won the World Series. But not in the immediate future. And the immediate future is chock full of papers to write, e-mail to send and information to type onto a computer screen. And so we think that anything less than strong emphasis on typing skills and typing proficiency is negligent.
-- The Typing Requirement: 35 WPM
We push every class IV student (ninth grade) into typing at least 35 words per minute at 95% accuracy. We provide legal loaners of Type for the Mac or Type for the IBM or TypeRite Keyboard Devices to facilitate this. No one can complete CP3 without achieving this minimum score. We push every class VI student (seventh grade) into beginning a self-paced typing program so that they enter class IV (ninth grade) typing at least 35 WPM.
Update from Nobles 3/98
We have been fairly consistent in our approach to typing over the past four years -- strong advocacy to students and parents, loaners of legal copies of the software to students and loaners of the TypeRite keyboard box. I believe that we have been extremely successful in getting the vast majority of our students typing comfortably and with reasonable speed.
Humanware and FTE Issues (#10)
A Modicum of Advice and A Summary of Our Experiences
Ultimately, it is the humanware that will make your school into something special regarding computers. Who are the teachers there now? what is their rate of change (dy/dx) and who are the new teachers who will be hired over the next five years?
One head of school tells us that she now looks for computer skills on the resume of every candidate for every job in her school. Another head of school tells us that it is only by hiring young, computer-savvy teachers that he thinks he will be able to affect the technology future of his school.
Louisa Birch, a Meadowbrook School Kindergarten teacher, once said that watching little children use the computer reveals more insights on how those children learn than any other activity she has seen in over twenty years of teaching. Yes, that's right, the computer is a barometer of sorts, not just for kids, but for adults as well. What does it tell you about a teacher who in the 1990s still does not use word processing? It tells me that the teacher has no access to a computer or no typing skills or doesn't write much. Sorry, the answer is none of the above. Now what does it tell you? How about resistance to change? How about being entrenched in a certain habit and resistant to new ways?
An interesting story from a fascinating person connects beautifully on the adult level with what Louisa Birch was saying on the child level. In the mid-1960's, incoming cadets at the US Military Academy were given a one month introductory course on computer science. The academy officials soon learned that the success or lack of success in the course became an overwhelmingly accurate indicator of success or lack of success in the overall academic program. (Charlie Johnson, former instructor in physical education at West Point and husband of Trudy Hall, former head of Miss Hall's School, Pittsfield MA)
Can it be that computers are in fact a barometer of more than change? Can it be that computers are a barometer of professionalism? Can it be that the real computer revolution in schools will come when the generation of computer using kids eventually become the teachers of the future? I recall one teacher whom I worked with for years trying to get him to use a laser disc; over several years I managed to get this experienced teacher to minimal competence and minimal enthusiasm. The next year, a young, newly hired science teacher started using the LD player for classes within a few weeks and with no help from me. Yes, that's right. Humanware has been on the list for every head of school ... hiring, requiring and ultimately executing leadership.
Update from Nobles 3/98
How many FTEs are involved in the computer dept or ongoing support/maintenance of computers?
One Full Time Position, Computer Coordinator
• job description involves coordinating curriculum, teaching CP1, CP2, 1 section of CP3, CP4, overseeing NoblesNet and G License Program, faculty training and the educational web pages at Nobles, head of computer department, www.teachingcompany.com; currently held by Steve Bergen
One Half Time Computer Teacher
• job description involves teaching 3 sections of CP3 plus overseeing the East and West Labs; currently held by Claudia Violette
One Quarter Time Computer Teacher
• job description involves teaching 2 sections of CP3 plus involvement in computer dept; currently held by Mike Turner
One Quarter Time Administrative Computing Overseer/Database Coordinator
• job description involves overseeing MacSchool, various FileMaker Databases, and so on; currently held by Mike Turner
One Fourth-Fifth Time Director of Administrative Computing
• job description involves overseeing File Server, Internet Gateway, Networking Services throughout campus, all Macs in Science Building and Science Dept, all administrative computers, Modern Language Digital Learning Center; currently held by Christopher Smick
One Quarter Time Digital Learning Center Coordinators
• job description involves administering the modern language software and program, currently held by Barbara Sawhill and Elisa Goldsmith
Total = 1 + 1/2 + 1/4 + 1/4 + 4/5 + 1/4 = 3.05 FTE, however it is hard to quantify the numerous people in the library, admissions office, development office and business office for whom part of their full time job is now involved in managing and overseeing computers. Recognizing that "humanware" is more important than hardware and software, we are in the process of contemplating adding one more FTE to the total picture by hiring a recent college graduate as a teaching fellow.
Security, Networking, Grade Reports and Administrative Software (#11)
A Modicum of Advice and A Summary of Our Experiences
At Nobles, we have pushed very strongly the rules for appropriate usage. Nevertheless, it has been an ongoing challenge to keep computers running properly. We decided in the summer of 1996 to use Foolproof based on the pragmatic reality of having an increasing number of machines to oversee.
What is the administrative software used?
The Admissions Office uses FileMaker Pro databases originally designed by Kevin McAllister from Loomis Chaffee School and now maintained by John Gifford. The Academic Office uses Mac School as well as FileMaker Pro databases designed by Mike Turner. The Development Office uses dedicated server software purchased from Blackbaud on their IBM network.
The Business Office just recently decided to purchase an accounting program from Senior Systems on their new IBM network: Accounts Receivable, Accounts Payable with Check Reconciliation, General Ledger and Quest for Windows (a report writer program). It is used in many independent schools in New England. It runs on a PC platform with Windows 3.1 They are also upgrading their Student Loan Package (a Senior System Product) to a Window Version. and interfacing it with the Bookstore System, another Senior System Product. The Business Office System is going to run on an HP Network Server, using 5 PC Windows Stations and 2 Performa PowerPC Macs with one HP LaserJet and one Lexmark Dot Matrix.
Update from Nobles 3/98 regarding comments and grades turned in by faculty members:
Faculty members are given on a disk or via NoblesNet a ClarisWorks file containing their course rosters and electronic "templates" for grades and comments. Faculty members "fill in the blanks" and write "paragraph comments" and then send the file back to the Academic Office. The ClarisWorks databases are then compiled into a master FileMaker Pro database which is then used to print comments and report cards for students. Separate reports are prepared for Class Coordinators and Faculty Advisors. This whole system, designed by Mike Turner, is overseen now by the Academic Office.
Labs vs Powerbooks (#12)
Update from Nobles 3/98
To what extent are powerbooks used on campus by students and faculty?
We have 8 powerbook loaners used extensively by students and faculty members. Several are on long-term loan to faculty members while several are first-come/first-serve overnight loaners. On occasional days (but not usually) there are more requests than loaners available. On vacations, the powerbooks go to the faculty first and we are rarely able to accommodate all faculty requests. Here is the advice we give to parents regarding the purchase of a powerbook.
Q: Is it important to have a Powerbook?
A: To me, this is a much tougher call. College students and some faculty frequently love the convenience of a powerbook. Whether or not your child brings the powerbook to school frequently will be a personal decision and will change, perhaps, as more teachers use computers over the next few years. Some people don't like the quality of the screen or the size of the keyboard on a powerbook. Theft is an issue and price is another: color powerbooks are much more expensive than desktop color Macs. Our computers are networked with Ethernet and that costs more in a powerbook. Some people don't like the trackpad or ball. CD-ROM add-ons are more involved with a powerbook. And so it becomes a matter of personal taste and inclination; you the consumer must make that choice.
We have proceeded cautiously on the lab vs powerbook evolution, not clearly sure which way the future holds. We have decided to allow both approaches (labs and powerbooks) to grow and evolve at Nobles. We certainly encourage students to bring powerbooks to school, but not many of them do. We have wired the main Schoolhouse to be ethernet capable, but as of this writing, the future remains very cloudy. The labs get considerable usage by classes and drop-in students. Many important pieces of software are not on students' powerbooks.
Innovative Ideas from Various Schools (#13)
#13a) The Student Staff@Nobles: A Potential Model
A Modicum of Advice and A Summary of Our Experiences
The idea behind this creation came years ago at a Summercore round-table discussion in 1987. One computer coordinator at a K-8 school reflected on how the eighth graders at her school were in charge of computer licenses for the younger kids. She talked about how second graders got a license if they handled a 5.25" floppy disk correctly while fourth graders could get a printer license if they could insert paper successfully into an Imagewriter printer. She talked about how students felt empowered by being in charge and how the seventh graders looked forward to being the leaders the next year. She end her talk by saying that it was wonderful at her K-8 school, but would probably not work at a high school, since the kids would be too sophisticated and would not buy into it.
Well, I took that as a challenge and have been running with the idea ever since. At Nobles, we have a system of computer licenses and privileges. The normal license is the N license while generous students who help out in the computer department earn a G license with more privileges. Most importantly, the student staff consists of the older G license students who have been part of the program for a while. We consider this Student Staff as part of the Computer Department and provide them with an office, a phone and several computers in return for their never-ending work efforts and overall support for all faculty and students.
Update from Nobles 3/98
We are now heading towards our "third generation" of student staffers. The theme of privileges and responsibility evolves with each new set of students. We are now at the point where our once a week student staff meeting is almost analogous to a class in terms of the importance of communication. Each student staffer now takes on an important "management" area of responsibility. One student is in charge of the powerbook overnight loaners, another one the dept office computers, another the conferences on NoblesNet and so on.
Two Baker-isms are now an active part of the student staff awareness in terms of building leadership and character!
1) Caesar's wife ...When you're the wife of the dictator you need to appear better than anyone else because if you aren't people will talk (and they'll enjoy talking). Or, with trust comes heightened responsibility and a need to be above any appearance of mistrust.
2) One of Mr. Baker's many useful comments is that character is what you do when no one is watching.
Another push to the student staff has been to be proactive and take charge of things without being asked. One wonderful manifestation of this was the recent creation by Andrew Lamb of a ClarisWorks document that creates the computer signs in the East and West Lab using a very clever database!
#13b) The Digital Learning Center@Nobles: A Potential Model
Update from Nobles 3/98
The Modern Language Department decided in the summer of 1997 to create a digital computer lab for their educational usage instead of the typical analog labs that many other schools have created over the past 10-30 years. Instead of using tape cassettes, students store their voices on hard drives and file servers. Using file servers and Network Assistant from Apple Corporation, teachers can easily share these file and observe/interact with the students at the 18 workstations. Each work station holds a Mac, microphone, headphone set and QuickCam camera for use with CU See Me.
The Nobles Modern Language Dept includes French, Spanish and Japanese. All three subject areas actively use the DLC with every class formally assigned to one period per week. The "tech setup" of the lab is overseen by Barbara Sawhill, Spanish Teacher and Chris Smick, Director of Administrative Computing; Elisa Goldsmith as head of the Modern Language Dept has also been actively involved in the creation of the lab.
From Headmaster Dick Baker's contribution to the Spring 98 Nobles publication: The R&D element for technology on campus resides (perhaps naturally enough) in the Science Building, but not within the science classrooms. The Digital Learning Center, funded by the First Class parents of the Class of 1997, is what we might have called a language lab in an earlier, simpler time. Somehow, the term "language lab," connoting tapes and what I'm told are now called analog devices, seemed inadequate to the reality. Now, it's all digitized, and it's cutting edge - at least for this year. In early March, two language teachers returned from workshops in other states where they have traveled to find out what others are doing to meet the new world of technology. Turns out that very few have our equipment, and those few who do are not using it as well. One conclusion from those two teachers is that Nobles is blessed with a faculty that is willing to try out new things, to experiment, and that willingness, more than anything else, is what separates us from others. Two quotations from those teachers: "Nobles is on the same level as (if not slightly ahead of) the New England colleges that were present at the conference," and "I wanted all of you to know how far ahead we are of all other institutions at the secondary and post-secondary level in terms of language labs. We are the envy of [a list of secondary schools]. The conference turned into the Nobles show as I fumbled my way through myriad explanations of what we do. There were vendors present, and they had a very uncomfortable backseat."
And what is it that "we do?" The difference lies partly in the bits, in the digitizing.
--Digitized video clips (i.e., video that is made "legible" by the computer and viewed via the computer screen)
--Recording of students voices onto the computer - no cassette tapes needed Sounds are saved on the campus file server and students can access them anywhere on campus if need be.
--Interactive video and audio: with small video cameras we have been able to make contact with native speakers (e.g., a Japanese class videoconferencing with someone in Japan)
--live audio and video via the web. No need for satellite dish. Listen to the news from Bogotá or watch Madeline Albright meet with the Pope as reported by French TV.
--from a teachers' standpoint, student progress can be checked easily from the teacher's central computer monitor
--The lab offers an opportunity for each person to be immersed in the sounds and the sights of the language on a self-paced, individualized, personal basis.
#13c) The Pioneer Program@Nobles: A Potential Model
Update from Nobles 3/98
As of May 1997, we launched phase I of our Pioneer Program. We set up approximately 10 teachers with a pioneer setup: powerbook with modem, ethernet, traveling case, software. We have spread these 10 pioneers out amongst our various academic departments and provided them with some limited training. We have used our campus bulletin board, NoblesNet, for keeping all of these busy teachers in e-touch with each other. We have required these pioneers to be use their powerbooks regularly for classroom applications. We have had one member of the student staff play the role of "tech support" for these pioneers. We have provide these pioneers with weekly "techno-quickies" -- mini-lessons and ideas for classroom implementation.
Philosophy
Although progress here has been very rapid, it has almost always followed several general principles:
Phases: Buy the least expensive hardware that does the job for the next 2-3 years. Do not buy more hardware than will be used in the immediate future. Keep everything at an "experimental" level until proven to have success.
Stick and Carrot: Provide hardware for faculty (the "carrot") with some demands on her/his usage that helps the school make progress (the "stick") creating an ongoing sense of obligation rather than blank perquisites
Humanware must accompany Hardware and Software: Faculty training and support is crucial. Hardware and software without these aspects is like putting piles of guns and bullets at the Battle Green of Lexington with no people desirous or capable of using them. Every component of our growth in hardware and software has been accompanied by growth in our support and maintenance for faculty, what we have come to call "humanware."
Have faculty members lean on students: We live by the principle that when stuck on something related to computers, find someone younger than you to help.
Modeling for Other Schools
Numerous teachers and administrators come to Nobles to visit and to see how we are doing with our technological progress. In Spring 96, we hosted a regional ISCA conference for about 75 educators. We want the Symposium to become an annual event. In addition, every summer, we host a program called Summercore which brings about 75-100 teachers and administrators to Nobles for a 5 day training program on computers in education. We believe that our pioneer program is a wonderful model for other schools.
Specifics
Each "pioneer setup" is approximately $1500 for powerbook plus ethernet plus software plus case; in phase II of our pioneer program, we are seeking to add 10 more units for approximate cost of $15,000
Each classroom setup is approximately $3000 for LCD projector plus rolling cart; in phase II of our pioneer program, we are seeking to add 5 more classroom setups for approximate cost of $30,000
Phase I of Pioneer Powerbooks
(May-June 1997)
-- We currently own 5 powerbooks. Each one is grayscale, but projects in color via the LCD. We own 5 overhead projectors and 3 of the LCD pallets. The goal is to "KIS" regarding usage of this setup. If the cart is located in each classroom complete with overhead projector and LCD pallet, then the KIS implementation is that each faculty member brings his/her powerbook to class, connects in 33 seconds to electricity, network, LCD and is ready to go.
-- In September (heading towards phase II) we will be looking to build on this educational model, looking for 5 more powerbook pioneers. Steve Bergen 6/12/97
Phase II of Pioneer Powerbooks,
-- This fall (phase II), we purchased another 5 powerbooks, giving us an inventory of 10. We also purchased mid-way through the semester two more projector stations, giving us a total of 5 usable stations. The idea of having 5 stations share 3 glass LCD palettes did not work out too well.
Steve Bergen 1/1/98
From pioneer Alden Mauck (English Teacher)
-- I used the powerbook (without the LCD) as a note taker and discussion cataloguer and i will send the notes to the kids through a Noblesnet message.
-- I asked them to finish a sentence that I started and I kept track of their responses. it worked well and I even had a few of the kids typing so that I could better facilitate the discussion. Also because my typing is slow! Steve has coined this "Baker Mode" after our leader's faculty meeting method.
-- I have found the kids also interested in being the scribe. As I read Tim Kelley's notes, I am about to send my class the notes of today's class on Arthur Miller and Tennessee Williams to all of them via noblesnet. We will be checking the web sites about the Negro Leagues as an essential backdrop of Fences by August Wilson.
From pioneer Amy Bowles (Science teacher)
-- I used the overhead and powerbook to help with lab discussion. We opened a spreadsheet and entered all the data from our lab. Then we created a chart and made cooling/heating curves. The kids could see the data and compare it to the curves, and was a HUGE aid in our discussion. The kids really tuned in and seemed to understand all of the concepts because they were able to see graphs right up on the screen! Brian Palm, another Science teacher, is going to use it for his classes later today too. 11/7
-- We used the overhead and ClarisWorks again today in class V science. The kids all had different data about heating liquids, so we put it on a spreadsheet and created a graph with four heating curves. They compared the data and then we printed out the spreadsheet and the graph right from our classroom! Much quicker and better than using the chalkboard. 11/11
-- OK, so it did take a while to get off the ground with the pioneering, but now that we have, Brian and I are set to use it a lot with class 5 science because it is a really effective way to lead discussions about our labs. The problem is that there are conflicts with other classes that want to use it in the science building. We are going to be using the glass and the overhead as much as we can until winter break because all of our labs involve graphing data. I just wanted to update you to let you know that there are conflicts happening with the scheduling. Do you have any suggestions about this? 11/17/97
-- I continue to use the pioneer setup for graphing in my Vth class science sections. We will make a class graph after we complete a lab and it really helps to stimulate discussion. I am also using the overhead to navigate the web. I have accessed a lot of pictures and information about volcanic activity for my 6th class sections. I used the overhead in the computer lab today to demo a new CD-Rom that Steve got for the 6th class. They watched for a while and then got to work at individual computers. The intro with the overhead helped them see HOW to use the CD before they got to work. 12/9/97.
See chapter 13 of the 1998 Summercore Primer for many more "pioneer" stories!
13d) The CPS Program@Brewster (Computer per Student)
13e) The PBT Program@Harbor Day (Powerbook per Teacher)
13f) The Free Lunch Program@Holderness (Faculty Training)
13g) The STI@Shore (Summer Technology Institute)
13h) The PRT@Concord (Paid Release Time for various teaching faculty)
Read about these schools (and more) on www.teachingcompany.com (click on Symposium and you will see the "computer coordinator" summary web pages.
CHAP 12 • HUMANWARE • P #